The publications in this portfolio are focused on issues related to educational innovations and in particular, how improved practice can be encouraged, planned and implemented. It highlights how activist professionals can play key roles in mobilising teachers, academics, communities and education authorities and so engage in the politics of transformation that invokes wider issues of equity and social justice. As members of communities of practice that value respect, reciprocity and collaboration, activist professionals forge an identity that is strategic and tactical and works strongly in the interests of students and the communities in which schools are located. In identifying and promoting better practice, activist professionals are critical of existing structures and in shaping and embracing the challenges that present themselves, they frame the future agendas of schooling and education. This research as an activist professional in both diverse and intersecting communities of practice, has led to the development of a range of benchmarking methodologies as a way of identifying and fostering better professional practice. These methodologies and their associated better practice have the common purpose of reviewing and revitalising teacher professionalism. The research undertaken, its methodologies, findings and application have been intended to contribute to profession-led change / Doctor of Education (Ed. D.)
| Identifer | oai:union.ndltd.org:ADTP/182375 |
| Date | January 2005 |
| Creators | Horsley, Michael William, University of Western Sydney, College of Arts, Education and Social Sciences, School of Education |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Source | THESIS_CAESS_EDU_Horsley_M.xml |
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